Culture Matters in Educational Policy Transfer: The Case of Curricular Reforms in the Two Koreas during the Soviet and US Military Occupation

Autor/in	Kim, Sun
Titel	Culture Matters in Educational Policy Transfer: The Case of Curricular Reforms in the Two Koreas during the Soviet and US Military Occupation
Quelle	In: Journal of Education Policy, 32 (2017) 3, S.372-385 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2016.1266034
Schlagwörter	Cultural Differences; Technology Transfer; Educational Policy; Foreign Countries; Cultural Influences; Educational Change; Social Studies; Social Systems; Political Attitudes; Cultural Context; Confucianism; Foreign Policy; Nationalism; Policy Analysis; History; Armed Forces; South Korea; North Korea; United States; USSR + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Technologietransfer; Politics of education; Bildungspolitik; Ausland; Cultural influence; Kultureinfluss; Bildungsreform; Gemeinschaftskunde; Social system; Soziales System; Political attitude; Politische Einstellung; Konfuzianismus; Außenpolitik; Nationalismus; Politikfeldanalyse; Geschichte; Geschichtsdarstellung; Military; Militär; Korea; Republik; Demokratische Volksrepublik; USA
Abstract	This paper investigates the influence of cultural and historical factors on educational policy transfer, drawing on an analysis of the curricular reforms made during the Soviet and US military occupation of the two Koreas. In South Korea, curricular changes were made, such as the introduction of the subject of social studies, in order to teach democratic procedures and concepts. In North Korea, a socialist-communist ideology was extensively promoted, along with an attraction to the Soviet Union as a model state to follow. In both contexts, the localization of the reforms was influenced by the authoritarian legacy of Confucianism and Japanese colonization, and the nationalism that had been fostered for the purpose of state formation. The Korean case indicates that while investigating the influence of culture on educational policy transfer, it is important to identify the unique characteristics of educational traditions and nationalism of a country, and to analyze how the newly transferred policies and ideas are received by local actors in their searches for meaning and power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01